This study investigated the implementation of reflective teaching practices by English language lecturer teaching non-English language students and examined their contribution to professional development and classroom interactions. The primary objective was to understand how reflective practices shaped teaching strategies and contributed to lecturer growth and classroom dynamics. Using a qualitative case study approach, the study employed methodological triangulation to collect data from multiple sources, including reflective journals, interviews with the lecturer, non-participant classroom observations, and interviews with students to capture their perceptions of the lecturer’ reflective teaching methods. The findings revealed that reflective teaching fostered lecturer’ self-awareness, leading to a more adaptive and student-centered teaching approach. It also increased classroom interactions by addressing students’ needs and feedback. The study concluded that reflective teaching served as a powerful tool for enhancing teaching effectiveness and professional development. The study highlighted the importance of incorporating reflective practices into teacher training and professional development programs to promote a culture of continuous learning and improvement. It also underscored the need for further studies involving diverse lecturers across disciplines, institutions, and cultural contexts to gain a broader understanding of the long-term implications of reflective teaching. By addressing these gaps, future research could contribute to the development of more robust and broadly applicable strategies for integrating reflective practice in education